Language about neurodiversity continues to change. The language we used in this toolkit was appropriate when we wrote it.
Some employees may have different ways of describing themselves than the ways we have included in this toolkit.
The term ‘neurodiversity’ describes the idea that in society:
Some people use the term ‘neurotypes’ to refer to the different types of brains that make up a neurodiverse society.
The term ‘neurodivergent’ refers to a person with a neurotype that is in the minority. This means their brain is different to that of most other people.
There is no official list of identities or conditions where a person can be referred to as neurodivergent.
In this toolkit, we use the term neurodivergent to refer to the following:
People have different opinions on what they think should be included under the umbrella term ‘neurodivergent’.
People with one or more of these identities or conditions may call themselves a ‘neurodivergent person’. Others may not use the term neurodivergent and may simply refer to themselves with a different word, such as ‘dyslexic’ or ‘dyspraxic’.
We have included brief information about each of these. Our descriptions are a guide only, as each neurodivergent person has unique experiences, strengths and challenges.
Compared to non-autistic people, autistic people experience differences in:
Some people may identify with and/or have been previously diagnosed with Asperger’s Syndrome, which has since been merged under the autism label.
Some people may still choose to refer to themselves as ‘having Asperger’s’ or being an ‘Aspie’.
Compared to people without ADHD (which stands for attention-deficit/hyperactivity disorder), ADHDers experience differences with how they regulate:
They may also experience differences and/or difficulties in cognitive processes like planning, working memory and time management.
Some people may have been diagnosed with attention deficit disorder (ADD), which has since been merged under the ADHD label.
They may still refer to themselves as having ‘ADD’ or being an ‘ADDer’.
Compared to people without dyslexia, dyslexic people experience differences in reading skills.
This can include challenges with things like:
Dyslexia is a learning disorder, which can co-occur with other learning disorders such as dyscalculia and dysgraphia.
Compared to people without dyscalculia, dyscalculic people experience differences in arithmetic skills.
This can include challenges with things like:
Compared to people without dysgraphia, dysgraphic people experience differences in writing skills.
This can include challenges with things like:
Compared to people without dyspraxia, dyspraxic people experience differences in movement and coordination.
This can include challenges in things like:
They may also experience differences and/or difficulties in cognitive processes like organisation and time management.
Dyspraxia is also known as Developmental Coordination Disorder.
We have compiled a list of links where you can find more information about each condition. We don’t own or endorse the content.
To learn more about autism, visit:
To learn more about ADHD, visit:
To learn more about the others, read re:think dyslexia’s:
Here are some other terms you may hear:
This is a term some people use when they identify with more than one neurodivergent condition.
Some people may also use other terms to refer to their neurodivergence that relates to the combination of these.
For example, some people who are autistic and an ADHDer may combine these into the term ‘AuDHD’.
It’s common for people to be multiply neurodivergent.
This is a term someone may use instead of ‘neurodivergent person’.
This is a term someone may use instead of neurodivergent.